Why nursery teacher pressuring me

Why nursery teacher pressuring me

My son 3.8 years old started state nursery in sep and after a few days realised that nursery was not good. they had too many kids in a class and only a few staff members which i could see were incompetent. As my older son is in the same school so it was convenient fot me. After 2 months the nursery teacher told me that he is not speaking a word in the nursery so refer him to NHS speech therapist. It came to me as a shock as my son was very chatty at home n with family friends etc.

i told this to the teacher but i could see she didnt believe me so I suggested her to give him some time and in the mean time we hire a private therapist to assess him work with him in nursery. The teacher denied the idea and pushed me to refer him on NHS. I followed her advice. My son is now assessed and the therapist expressed little concern over his social and attention side n she referred him for littlelisteners prog. Nursery teacher couldnt even wait for the report after a month of referring him n got panic again. she got a copy of my report and next day when I had a meeting with SENCO member joined in and they started forcing me to refer him to GP for formal diagnosis. I asked them that I will folloe the care plan suggested by nhs SLT and also we are already hiring a social skill therapist who will come to nursery before referring him further. They both started forcing me and pushing me over n over again to refer him to NHS. They didn't give me a reason and said we just write a letter n u sign it. I told I just want them to a go to SLT recommendation and our own behaviour therapist and give my son some time and if no improvement i will do whatever they say but they were kind of harassing me to sign the letter in a day without my consent. Do you know why nursery teacher and SENCO member who are also new in school are so keen on NHS GP referral over private ? and why they are pushing me n forcing me without my will n consent and why they wont let me try different options for my son ?

The most cynical answer would be that they might get more funding if he has an NHS diagnosis, the less cynical one would be that they need an NHS one to get more help for him. It sounds like he might be selective mute? If you think the staff are incompetent though why don't you move him?

thanks for ur response. I am quite certain they don't want to help. I just wanted to know can they refer him on their own without my consent? would i be liable in any way if i prefer not to go to NHS route?

i want to take him out but eventually in reception he has to come back to same school. so one side of me thinks that lets not change his mates.

My child can have minor issues, i am not saying I am an expert, but when i go to drop him in the nursery, my few mins of engaging him with other kids shows promising results, he starts communication a little bit... that shows me staff is not doing enough... I have seen staff even sleeping and never even noticed interacting with kids. they referred 19 kids out of 30 to SLT.

If I am not liable then i know how to help my child. To be honest. I am more concerned about his well being than anyone else but i want to try options i think can bring better results.

Canít really help with the whole SLT thing but the nursery/cannot refer him without your consent unless itís a safeguarding issue which to me this isnít. I might be worth writing to the board of governors if the nursery is conjoined to the school, theyíre probably completely oblivious to all of this

There is no funding attached to any diagnosis nor has there ever been.

It is purely a paper exercise to try to provide some strategies. A diagnosis that says a child has XYZ without any strategies, which is often what a private diagnosis turns out to be, is no on use or value to anyone.

It is similar to a doctor saying you have a broken arm but not providing any treatment, medication or advice.

Applying for funding is a separate process based on evidenced need only.

Nursery are required to record and monitor his interaction with others, his emotional development, how he negotiates with others etc. If he is not doing this at school they can not evidence this. He may be chatty at home and bright but if he doesn't hit the milestones required in school then they need to investigate.

They need a parents permission to add a child to the SEN register and refer onward, but a refusal can be seen as a failure to provide for a childs needs which falls under neglect.

SALT is also about how a child understands and processes information and not just about a speech.
The earlier you can get SALT involved the earlier strategies can be put in place to address any missing processes or discharge a child if no interventions are needed.

Have been where you are and we went through the SALT referral to have no action needed and a query as to why she was there. I must admit I was slightly smug telling the very experienced teacher they thought she was in the higher percentiles of language.

My daughter started nursery September 2018, I thought she was so advanced, could sing the alphabet, count to 10 at 2.5. After about 3/4 weeks in the teacher pulled me in with concerns and like you I didnít see any issues, she invited me to sit in class for 3 days and see how she was. The first day I could see issues, non verbal, wouldnít interact with other children, would only play on her own, meltdowns changing activities. None of this she did at home then I realised this was because I would have routines and would always reassure her of the next thing we would be doing. She was diagnosed with autism just before Christmas and I was heartbroken, felt like crap, but now with the help of speech therapy and SEN teachers she has come on leaps and bounds. She has two friends now and is getting better, they help with a plan at school and home. The nursery doing the referral was honestly the best thing to happen for her. If you do it Hun they will tell you if there is an issue and if not then nothing changes. One other thing I would seriously raise concerns with is that youíve seen teachers sleeping!! There are a certain number of teachers as a ratio to children, that is not safe. Please let us know how you get on x

There is no funding attached to any diagnosis nor has there ever been.

It is purely a paper exercise to try to provide some strategies. A diagnosis that says a child has XYZ without any strategies, which is often what a private diagnosis turns out to be, is no on use or value to anyone.

It is similar to a doctor saying you have a broken arm but not providing any treatment, medication or advice.

Applying for funding is a separate process based on evidenced need only.

Nursery are required to record and monitor his interaction with others, his emotional development, how he negotiates with others etc. If he is not doing this at school they can not evidence this. He may be chatty at home and bright but if he doesn't hit the milestones required in school then they need to investigate.

They need a parents permission to add a child to the SEN register and refer onward, but a refusal can be seen as a failure to provide for a childs needs which falls under neglect.

SALT is also about how a child understands and processes information and not just about a speech.
The earlier you can get SALT involved the earlier strategies can be put in place to address any missing processes or discharge a child if no interventions are needed.

Have been where you are and we went through the SALT referral to have no action needed and a query as to why she was there. I must admit I was slightly smug telling the very experienced teacher they thought she was in the higher percentiles of language.

Really you have nothing to lose in this scenario.

That's interesting I was told by the lady from SEND Wiltshire council that I should get my lo diagnosed and one of the reasons was funding.

He was diagnosed (aspergers and dyspraxia) by the NHS and there were absolutely no recommendations with his diagnosis, we were only given a book list and a course with a 9 month plus waiting list and told he would need a lot of support going into secondary school. It too a total of 45 minutes and was just a chat. His school weren't sent any recommendations only the diagnosis which was mostly the observations made and that he was likely to need support.

My friends son was assessed for dyslexia and dyspraxia privately and he got all sorts results and specific things that he struggled with, it was hugely more in depth than what we got.

They can't get someone in to see your child without your permission but there is no reason not to let them get someone in, you can still get a private assessment, the more info the better, and whoever comes in will probably give a lot more suggestions to the staff then any diagnosis xxx

Like others have said the nursery staff may be seeing things you aren't seeing at home, children can be very different at home to what they are at school, it may just be a matter of your little one taking time to adjust to the nursery setting.

My middle child just started primary school this year, she has been very bright from a young age, she is a little chatter box at home and loves singing and dancing. When I went in for her review a few weeks ago the teacher told me she was doing well academically however she was very quiet in class, often plays by herself and won't mix with her peers (there's two girls she plays with occasionally), knowing my daughter I thought this was strange as she is normally the one among her friends group at home who takes the lead and can be a bit bossy at times. I don't believe for a second that there is anything wrong with my little girl and do feel maybe it is a clash of personalities at school, she is one of the youngest in the class, she isn't 5 until May and perhaps there a bigger personalities in her class that she just hasn't gotten used to yet. If the school were to suggest additional support to help bring her out of her shell in school I wouldn't go against it, I want my little girl to be happy in every environment she is in.

If you think the problem lays with the nursery staff, then I would report your concerns and perhaps look at changing nursery.

That's interesting I was told by the lady from SEND Wiltshire council that I should get my lo diagnosed and one of the reasons was funding.

He was diagnosed (aspergers and dyspraxia) by the NHS and there were absolutely no recommendations with his diagnosis, we were only given a book list and a course with a 9 month plus waiting list and told he would need a lot of support going into secondary school. It too a total of 45 minutes and was just a chat. His school weren't sent any recommendations only the diagnosis which was mostly the observations made and that he was likely to need support.

My friends son was assessed for dyslexia and dyspraxia privately and he got all sorts results and specific things that he struggled with, it was hugely more in depth than what we got.

They can't get someone in to see your child without your permission but there is no reason not to let them get someone in, you can still get a private assessment, the more info the better, and whoever comes in will probably give a lot more suggestions to the staff then any diagnosis xxx

It is the report that will lay out the support needed.
School will use this report to assess if they can provide support within the budget they already receive or if they need additional funding above and beyond the nominal funding. This is in the form of an EHCP which also is not dependant on a diagnosis but in the evidence of need and lack of progress.

My youngest has an extensive diagnosis falling into the area of dyslexia. She attracts no funding except that which she has applied for and that was £100 towards a specific type computer program. The diagnosis was about 4 hours with a range of tests and where she sat within the percentile's for her age, her IQ, her stage of education and the impact of her dyslexia. What she would benefit from and when her next assessment should be.
Childrens needs change as they grow and it is recommended a review should be considered at the end of each key stage. The report was copied to school and an online record maintained.

Sometimes a child with severe obvious needs will never get a diagnosis. They will still access funding based on their need. Schools often don't except private diagnosis because it is not independent and often comes without helpful strategies which is the whole point if any diagnosis.